My Philosophy of Language Education

Language and its social context:

Human interaction and cultural expression rely on language, which is a complex communication
system with various facets. Language is a dynamic and complex system that is constantly
evolving due to its use by speakers and their personalized selection of "lexicogrammatically
constructions" during social interactions (Cameron & Larsen-Freeman, 2007, p.7).
It encompasses not only words and grammar but also how people convey and interpret meanings.
The use of language is a multifaceted process that is shaped by a variety of factors, including the
circumstances in which it is used. This is according to Derewianka and Jones (2016), who argue
that language is influenced by a range of contextual factors that determine how it is employed.
Specifically, they suggest that the complexity of language stems from the numerous decisions
that must be made when using it in different situations (p. 4). In an ESL classroom, language is
introduced not just through vocabulary lists and grammar rules but through storytelling, allowing
students to see language in context and engage with its cultural nuances.

The general framework that guides my pedagogical approach:

My pedagogical approach leans towards a combination of Process, Product, and Praxis valuing
the journey of language acquisition, the tangible outcomes of language learning, and “bridging
the real world and classroom divide” (Prevedel, 2003, p12). I believe the process of acquiring a
language is like a journey, where the emphasis is on appreciating the enhancement of
communicative skills through interaction. A classroom is a community of learners that facilitates
social participation and helps students develop new knowledge by engaging in various process-
based activities within different learning and social contexts (Richards, 2017, p.17). On the other
hand, focusing on the learning outcomes, students, tutors, and teachers can point to quantifiable
progress, and that is certainly motivating (Prevedel, 2003, p.9). Moreover, a curriculum as Praxis
gives learners the opportunity to find the solutions together to solve their problems by motivating
learners to connect their lives and learning (Prevedel, 2003, p12).

My view of learners and learning:

From my point of view, learners play an active role in their learning process and are
collaborators, researchers, and mediators (El Mahmoud & Galante, 2020, p. 7). “People learn
when they relate new information and skills to what they already know, actively practice the new
information and skills in a supportive environment, and get feedback on their performance”
(Prevedel, 2003, p.10). In order to promote critical thinking skills, students can be made active
participants in their own learning by involving them in decision-making processes such as
determining the content, procedure, and learning outcomes, as well as posing and solving
problems. (Prevedel, 2003, pp. 11-12).
My view of teacher and teaching:

Teachers have a responsibility to develop course material and exercises that assist students in
using the L2 language they are learning in real-life interactions. To accomplish this goal, it is
crucial to consider students' requirements, such as their preferences for specific classroom
activities and their focus areas during class (Richard, 2017, p.80). Teaching practices need to
provide chances for affordances, which can help learners gain agency and empowerment. (El
Mahmoud & Galante, 2020, p. 6). “As facilitators, teachers should support students to locate,
analyze, interpret, and evaluate data” (Thompson, 2011, p. 2). Effective educators provide
students with opportunities to develop both lower- and higher-order thinking skills [referred to
Bloom’s taxonomy] (Carter, 2020, p. 44). Moreover, providing learners with good feedback is
essential as Nicol and Macfarlane-Dick (2006) argue for the importance of good feedback
practice, emphasizing that feedback should clarify what good performance is, provide high-
quality information to students about their learning, and encourage teacher and peer dialogue
around learning. (pp.199-218)

Effective language learning process:

To have an effective language learning process, activities should engage learners, encourage
collaboration and communication, allow for diversity of ideas, and help students create
connections between ideas and skills (Carter, 2020, p. 45). The language learning process should
be dynamic and involves interaction, negotiation, improvisation, observation, experimentation,
and reflection” (Richards, 2017, p. 232). Also, it should engage learners in kinds of activities that
require them to use digital technology as it is used for meaning-making (Reinhardt & Thorne,
2019, p.211). According to Dornyei (2009), successful engagement with the language-learning
process can lead to the motivation to learn a language (p.217).

References:

Cameron, L., & Larsen-Freeman, D. (2007). Complex Systems and Applied Linguistics.
International Journal of Applied Linguistics, 17(2), 226–240.
https://doi.org/10.1111/j.1473-4192.2007.00148.x

Carter, A. (2020). Developing critical thinking skills in the ESL classroom. CONTACT, 46(3), pp.
43-52. [link]
Derewianka B. & Jones, P. (2016). Teaching Language in Context (2nd ed.). Oxford University
Press.

Dörnyei, Z. (2009). The L2 Motivational Self-System. In Motivation, language identity, and the

L2 self. Multilingual Matters, p. 9-42.

El Mahmoud, A. & Galante, A. (2020). Complexity Theory and translanguaging as a pedagogy
for ESL learner empowerment. Contact 46(3), 5-12. [link]

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: A

model and seven principles of good feedback practice. Studies in Higher Education,

31(2), 199-218.

Prevedel, A. (2003). Focus on Basics. Values and beliefs: The worldview behind curriculum.
NCSALL 6(C), 8-13.
Reinhardt, J. & Thorne, S.L. (2019). Digital literacies as emergent multifarious repertoires. In N.
Arnold & L. Ducate (Eds.), Engaging language learners through CALL (pp. 208-239).
Equinox.
Richards, J. C. (2017). Curriculum development in language teaching (2nd ed.). Cambridge
University Press.
Thompson, C. (2011). Critical thinking across the curriculum: Process over output. International
Journal of Humanities and Social Science, 1(9), pp. 1–7. [link]